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                                  %FREE TO ACCEPT-1 730927

     Real learning involves the acceptance of  new  facts,
new insights, new attitudes, and new self-images.  It will
be  difficult for self to internalize these if  self feels
rejected by and/or feels inclined to reject  their source.
The  inability  to accept and internalize the new will  be
manifested as a learning disability.  The origin of such a
learning  disability  is  often  affective,   rather  than
intellectual.

     If  self's  self-image  is  that  of   incapable-non-
scientist,   then  an instructor may confirm or deny  that
self-image.  If the student and instructor are not free to
choose  andy  form of intimacy,  then it is fairly  likely
that  they  will  find  themselves  playing  a  game---the
purpose of which is to confirm old self-images. So long as
there is not  a  mutual awareness and mutual understanding
of  what is happening,  the game is likely to fulfill  its
purpose --- perverted images being confirmed.  The student
may be confirmed in the  image of scientific incompetence,
and  the  instructor  may be confirmed  in  the  image  of
scientific competence.  The instructor may not be free  to
accept the real student in personal wholeness. The student
may not be free to accept the facts, new insights, and new
attitudes presented by the instructor. As a  result of the
game-playing, and the lack of intimacy, neither will learn
from the other.

     To  escape  this  trap it  is  necessary  that  there
develop the emotional security of a fail-safe context.  In
such a context a  failure  to live up to expectations does
not constitute grounds for rejection, indifference, guilt,
or alienation.   In a fail-safe context self feels free to
accept the new, and find fulfillment in trying new ways---
because self  and  other are free to  accept failure  as a
learning experience opportunity.   The I'm O.K You're O.K.
relationship provides  a fail-safe context. I and Thou are
in authentic meeting.

     So  long  as science educators do not  operate  in  a
fail-safe  context---students  are  likely to  play  games
which confirm the existent self-images.   Each will remain
in  their perverted security of static  stability---rather
than find  fulfillment in the dynamic stability which goes
with  trying  new ways.  To find the way out,   each  must
become free to accept acceptance through a miracle.

                         (c) 1999 by Paul A. Smith in
  GO:  essayz.com     "Search for Integrity and Honesty"
                    (On Being Yourself, Whole and Healthy)

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